| Summary: | 碩士 === 輔仁大學 === 教育領導與發展研究所碩士班 === 105 === This thesis focused upon a case study of an elementary school in New Taipei City, recording and analyzing the whole program of constructing the school-based teacher teaching evaluation. Mainly relying on the qualitative supplemented by the quantitative research method, the author went into the reason, process, and outcome that the individual school invested in this evaluation program. Furthermore, the author derived the conclusions from the effects and problems presenting in the evaluation as following:
1.Before promoting school-based teacher teaching evaluation, it was incomplete in some parts, such as the evaluation of teacher’s demand and the policy advocacy communication in advance, leading to the teacher’s unwillingness and backlash toward the evaluation and affecting the outcome partly.
2.In view of the teacher’s busy schedule, the teacher teaching evaluation should be more flexible when practicing in limited time. Besides, the school should provide basic assistance from the educational system to increase teacher’s willingness.
3.The concept of “teaching demonstration” and “teaching observation” were easily mixed up, so the observer was not able to give proper feedback for the demonstrator. Thus, it was difficult for teachers to make improvement from the demonstration.
4.Because the teaching observation was formalized with the human relationship, most teachers avoided giving suggestions after the observation, and it was hard to improve the teaching of teachers certainly.
According to the development and constructing history of the individual school, this study presented some suggestions for promoting teacher professional development and teaching evaluation so as to be the reference for promoting teacher professional development and other relevant study afterward.
1.Increasing more effective communication between the executive and teachers could make teacher professional development more meaningful.
2.By changing the mode of teacher advanced education to the research topic inquiry, it could cultivate the habits of teacher professional talk and sharing together, and additionally the culture of teacher professional progress.
3.It should get started with the focus on the observation of teaching behavior; further, it couldn’t go through the comprehensive observation of teaching behavior until the teachers possess all kinds of teaching competence.
4.Referring to Manabu Sato’s learning community, the promoting steps of teaching observation should be rearranged from student learning the first thing to teacher teaching subsequently.
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